The City Nursery Ltd

The City Nursery Limited 18 Northampton Square, Leicester, Leicestershire, LE1 1PA

p.1

Inspection date

Previous inspection date 1 April 2015 15 June 2011

p.1

This inspection: Good 2

Previous inspection: Good 2 How well the early years provision meets the needs of the range of children who attend Good 2

p.1

This inspection: Good 2

The contribution of the early years provision to the well-being of children Good 2

p.1

This inspection: Good 2

The effectiveness of the leadership and management of the early years provision Good 2

p.1

This inspection: Good 2

The setting meets legal requirements for early years settings

p.1

This provision is good

 Children with special educational needs and/or disabilities, and those who speak English as an additional language, receive timely interventions. This is because staff can easily identify any support they may require. As a result, all children make good progress in relation to their starting points and capabilities.  Staff supervise children very well and are deployed effectively throughout the day. They place high priority on children's safety and ensure the environment is cleared of hazards at all times. As a result, children develop an awareness of safety and demonstrate this as they play.  Staff have a good understanding of how to administer first aid. Robust procedures are in place for the reporting and recording of accidents. Consequently, children's safety is continuously monitored.  Staff are positive role models for children. Routines and boundaries are consistent, so that children know what is expected of them. Consequently, children behave well.

p.1

This provision is good

 Children are supported well when they start in the nursery. There is an effective settling-in process, which is flexible and meets the needs of individual children. As a result, children are emotionally ready for their next stage in learning.  Management and staff continually strive to improve their practice. Staff are well qualified, additional training needs are identified, and regular training is attended. This learning is then implemented in the nursery, which improves the outcomes for all.

p.1

It is not yet outstanding because:

 Staff sometimes miss opportunities to challenge children's literacy development to the fullest.  Maximise children's progress by enhancing staff practice, for example, introducing peer- on-peer observations, for experienced staff to demonstrate good practice and high- quality teaching to newer staff.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

 provide even more opportunities for children to develop their literacy skills, for example, to recognise their name and write letters in the correct formation  maximise children's progress by enhancing staff practice, for example, introducing peer-on-peer observations, for experienced staff to demonstrate good practice and high-quality teaching to newer staff.

p.2

Inspection activities

 We carried out this inspection as a result of a risk assessment, following information we received about this provider.  The inspector toured the nursery and observed learning activities indoors and outside, for all age groups. She spoke to staff and children during these activities.  The inspector conducted a joint observation and held a meeting with the manager.  The inspector looked at a range of documentation including the nursery self-evaluation, accident and medication documents, and a range of policies and procedures.  The inspector checked the qualifications and the suitability of staff working with the children.

p.2

who attend. This is good

The quality of teaching throughout the nursery is good. Staff provide children with an exciting and stimulating environment. There is a successful blend of adult-led and child- initiated experiences. Staff make good use of natural and everyday objects to support children in their learning and development. For example, babies access treasure baskets to explore different textures. Older children explore growth and change by gardening and investigating how the natural world changes with the seasons. Consequently, children are curious, inquisitive and motivated to learn more. This means they are ready for their eventual move to school. Staff engage with children effectively, getting down to their level to play. Children develop good language and communication as staff repeat or rephrase words and sentences. Staff effectively introduce new vocabulary to children while they are engaged in play. For example, children are introduced to new words when stories are

p.3

who attend. This is good

shared. However, sometimes older children do not have access to their name cards when they practise writing their names. In addition, staff write children's names on their creations. Therefore, literacy development is not fully maximised.

p.3

good

Children are developing a strong understanding of healthy eating. They enjoy a balanced menu of freshly prepared, nutritious snacks and meals. Drinking water is readily accessible. Children are supported in washing their hands after playing outdoors, after using the toilet, and before lunch and snack times. The outside area allows children to learn about their environment. Children exercise as they play with a wide range of outdoor resources. For example, children carefully steer and ride bicycles, balance while walking along a beam, or build with large blocks. This means that children develop physical skills, while learning how exercise supports their overall health and well-being. There are good opportunities for children to develop their understanding of a healthy lifestyle. Staff comfort children when they are tired, and a calm and soothing environment is created when children need to rest.

p.3

provision is good

Children's development records include a range of observations, assessments and examples of their work. Staff complete regular progress reports, including the required progress check for children between the age of two and three years. These provide parents with a clear picture of how children's learning is improving and developing over time. As a result, parents are fully aware of their child's development, including their next steps. Staff have a good understanding of their role and responsibility in providing a safe environment for children. Good induction arrangements are in place, alongside effective supervision. This means staff are supported well by the manager, and are provided with regular opportunities to discuss the individual children they care for. However, new staff have not yet had opportunities to identify and share high-quality teaching. Consequently, children's progress is not maximised by staff sharing good practice.

p.3

Setting details

Unique reference number 226965 Local authority Leicester City Inspection number 1010149 Type of provision Full-time provision Registration category Childcare - Non-Domestic Age range of children 0 - 17 Total number of places 160 Number of children on roll 106 Name of provider The City Nursery Limited Date of previous inspection 15 June 2011 Telephone number 01162470166

p.4

Setting details

The City Nursery Limited opened in 1980. The nursery employs 15 members of childcare staff. Of these, 11 hold appropriate early years qualifications at level 3, including one at degree level. The nursery opens from Monday to Friday, all year round. Sessions are from 7.45am until 6pm. The nursery provides funded early education for two-, three- and four- year-old children. The nursery provides support for children with special educational needs and/or disabilities, and those who speak English as an additional language.

p.4

Setting details

This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

p.4

Setting details

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection.

p.4

Setting details

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

p.5

Setting details

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

p.5